How does using questioning and wait time improve engagement in learning?
Key Questions What happens when we slow down and expect thinking from everyone ?What happens when the children are expected to ask questions of themselves and other learners?
What do I ask
myself?
Evidence
What is it I want to focus on? (ICT goal either integrating ICT or your pedagogical goal)
Use questioning that allows think time
Increase wait time ( Both children and teacher)
Deeper questioning and answering
What is important therefore worth spending time on?
What strategies could help my students learning?
Teach no hands up questions and putting finger on chin when ready to answer questions
More doughnut discussions for editing written language
Teach all children to pause and have wait time to give best answers
Use Blooms higher order questioning (Use Eric Frangenheim's Blooms chart )
Encourage children to ask and answer open ended questions
Teach subject specific questioning (e.g in editing written work )
Give lots of positive oral feedback about the level of thinking being done
What strategies (evidence based) are most likely to help my students learn this?
What happened? What are the implications for my teaching?
Children are expecting to wait for others to think when they are ready to give oral responses and are trained to wait
This has generally improved engagement in group and whole class discussions. The depth of both questions and answers is better overall.
Implications for learning: The training has transferred deeper thinking across all subjects. Most Children are expecting to have to come up with responses and are not just waiting for others to do the thinking. The quality of responses should transfer to reciprocal reading and improve thinking in group work in science, inquiry, and buddy editing in Term 3.
What happened as a result of the teaching and what are the implications for the future?
Key Questions How does self and peer assessment improve learning?
What do I askmyself?
Evidence
What is it I want to focus on? (ICT goal either integrating ICT or your pedagogical goal)
Children coming up with own new learning goals from peer assessment
Children use wiki to record learning goal, what they are doing and what they are learning in literacy
What is important therefore worth spending time on?
What strategies could help my students learning? Model self and peer assessment strategies Peer assessment focus on learning intentions Children identify their own successes, places for improvement and make on the spot improvements Use self and peer marking strategies ( green highlighter/orange highlighter) Use prompts to review 'What have you learnt?' ' What have you enjoyed' Use Kath Murdoch formats for self assessment Use ARBS
What strategies (evidence based) are most likely to help my students learn this?
What happened? What are the implications for my teaching?
What happened as a result of the teaching and what are the implications for the future?
How does using questioning and wait time improve engagement in learning?
What happens when we slow down and expect thinking from everyone ?What happens when the children are expected to ask questions of themselves and other learners?
myself?
Use questioning that allows think time
Increase wait time ( Both children and teacher)
Deeper questioning and answering
worth spending time on?
Teach no hands up questions and putting finger on chin when ready to answer questions
More doughnut discussions for editing written language
Teach all children to pause and have wait time to give best answers
Use Blooms higher order questioning (Use Eric Frangenheim's Blooms chart )
Encourage children to ask and answer open ended questions
Teach subject specific questioning (e.g in editing written work )
Give lots of positive oral feedback about the level of thinking being done
are most likely to help my students
learn this?
Children are expecting to wait for others to think when they are ready to give oral responses and are trained to wait
This has generally improved engagement in group and whole class discussions. The depth of both questions and answers is better overall.
Implications for learning: The training has transferred deeper thinking across all subjects. Most Children are expecting to have to come up with responses and are not just waiting for others to do the thinking. The quality of responses should transfer to reciprocal reading and improve thinking in group work in science, inquiry, and buddy editing in Term 3.
the teaching and what are the
implications for the future?
Children coming up with own new learning goals from peer assessment
Children use wiki to record learning goal, what they are doing and what they are learning in literacy
worth spending time on?
Model self and peer assessment strategies
Peer assessment focus on learning intentions
Children identify their own successes, places for improvement and make on the spot improvements
Use self and peer marking strategies ( green highlighter/orange highlighter)
Use prompts to review 'What have you learnt?' ' What have you enjoyed'
Use Kath Murdoch formats for self assessment
Use ARBS
are most likely to help my students
learn this?
the teaching and what are the
implications for the future?